Later Entrance into Primary School May Improve Education, Health and Economic Outcomes – Evidence from Lesotho
Later Entrance into Primary School May Improve Education, Health and Economic Outcomes – Evidence from Lesotho
Starting school at an older age may result in greater health, educational, and economic well-being among children in low- and middle-income countries (LMICs), according to a new study by a School of Public Health researcher and Global Development Policy Center affiliate.
Children who are younger for their grade often fall behind academically and eventually drop out of school, while children who begin school later tend to have more pre-primary exposure and show faster cognitive development, leading to better literacy outcomes. They are also more likely to receive greater support from parents and caregivers. In contrast, large class sizes and limited teacher capacity in low-income settings often make it difficult for younger, less mature students to receive adequate attention, reinforcing early disadvantages.
A new study published in the American Economic Journal: Applied Economics, assesses life trajectories of children in Lesotho, Africa, across a wide range of educational and later-life outcomes. Published by Jacob Bor of the BU School of Public Health and Global Development Policy Center affiliate, along with Jan-Walter De Neve, professor of global health management & policy at San Diego State University, and Ramaele Moshoeshoe, executive director of the Global Education Analytics Institute and professor of economics at the University of Lesotho, the research examines how the timing of primary school entry affects long-term outcomes in Lesotho. By using school-entry age cutoffs, the study finds that children starting school at older age complete more schooling, gain higher literacy, and experience improved economic and health outcomes in later life. In many low-income countries, children who begin school at early age are often less developmentally mature, which can create a wrong perception about their skills, and they get less attention from teachers and caregivers.
Prior research by these authors and others has linked educational attainment with a reduction in HIV risk, and now this study is the first to connect school-starting age to HIV infection directly. It is also the first to reveal the intergenerational impact of starting school at an older age on child survival.
Main findings:
- Children who started school later completed 0.41 more years of schooling by adulthood.
- Older school entrants had higher literacy, greater wealth, higher income, and delayed marriage.
- Women were less likely to experience teen pregnancy and child mortality.
- Men were less likely to become HIV-infected.
- The findings suggest that school readiness and timing matter, especially in low-income countries where large class sizes, limited teacher training, and school dropout are common.
Policy implications:
- Allow flexibility or readiness assessment before compulsory school entry.
- Invest in teacher training and smaller class sizes.
- Expand access to secondary education.
- Strengthen early childhood development so children are better prepared for school.
The study shows that education policy is not only about getting children into school, but also about ensuring they enter at the right time and have the support needed to succeed.
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